Assessment is:
final
a process of gathering information about student learning for decision making.
focused on what has been learned
used to arrive at an overall grade or score for the purpose of judging quality
Evaluation is:
ongoing
focused on how learning is going
about using data in judging student performance and making decisions about learning and instruction.
used to identify what needs improvement for the purpose of improving learning
Which line of the chart accurately relates the types of assessment with when they should occur?
Before : Formative During: Diagnostic After: Summative End of year: Confirmatory
Before: Summative During: Confirmatory After: Diagnostic End of year: Formative
Before: Diagnostic During: Formative After: Summative End of year: Confirmatory
Before: Confirmatory During: Summative After: Formative End of year: Diagnostic
Before: Formative During: Summative After: Confirmatory End of year: Diagnostic
Each day students are expected to write one thing they learned and one question they still have in their science journals. The teacher reads their entries to determine the effectiveness of the activities and what needs to be addressed again. This is an example of:
diagnostic assessment
formative assessment
summative assessment
confirmatory assessment
none of the above
On the first day of their study of electricity, students working in small groups are asked to create a concept map showing what they already know about the topic. This is an example of:
After observing mealworms for several months, students are asked to draw and label sketches that illustrate the sequence of this organism’s life cycle. To objectively determine grades, the teacher uses a rubric to determine to what extent each student mastered the learning objectives. This is an example of:
Which of the following statements about “constructed response” items is NOT true?
Constructed response items are easier to grade than forced-choice or selected response items
Constructed response items can be part of a paper and pencil test.
Essay tests are made up of constructed response items
Constructed response items require the test taker to develop his/her answer rather than just pick one from a list
Fill-in-the blank items are constructed response items, unless a word bank is provided
Which of the following would you NOT expect to find on a “traditional assessment”?
authentic items
essay items
multiple-choice items
short-answer items
true-false items
“Selected response” items:
enable you to measure a wide range of knowledge over a short period of time
are challenging to administer.
are quick to score and allow for prompt feedback.
require students to show their reasoning.
A & C
“Traditional assessment” items can be effectively used to assess:
knowledge of science facts, concepts, principles, and procedures.
understanding of conceptual knowledge in science.
application of concepts and principles.
application of science processes and inquiry procedures
all of the above.
Developing “performance assessment“ tasks involves determining each of the following EXCEPT:
focus
context
directions
authenticity
scoring guides
Authentic performance assessments:
are particularly relevant for inquiry science.
simulate tasks that scientists, students, or other citizens might do in real-world contexts
can be scored effectively with dell designed rubrics
all of the above
Rubrics are most appropriate to use for:
scoring performance assessments.
scoring true-false tests.
scoring multiple-choice tests.
designing assessment strategies.
reporting grades.
Which of the following statements does NOT describe a rubric?
a set of criteria that students may be given before the activity that spells out what is expected in process and/or product.
a scoring guide that helps teachers objectively grade student work.
a scoring guide that describes levels of achievement
a checklist indicating if a behavior is observed but not how well it is accomplished
Which of the following is NOT true of formal assessment?
Formal assessments are events, such as tests, quizzes lab reports essays, or projects
Checklists are best used in formal assessment
Students are expected to study or prepare for them.
Formal assessments are preplanned and scheduled in advance.
What are some common methods used in informally assessing students’ conceptual knowledge and understanding?
Student record pages such as a science notebook with many forms of notes, such as drawings, narratives, charts, and graphs.
Checklists of specific key elements you plan to consider in judging a student performance or product.
Teacher questioning is crucial in helping students make connections and learn important science concepts
A, B, & C
A & B only
Attitudes, values, and habits of mind are especially relevant to successful inquiry in elementary and middle school classrooms. It is difficult to measure:
being curious and insisting on evidence
seeking to apply science knowledge and being willing to critically evaluate ideas.
the use of a mnemonic device in recall the names of all the planets in our solar system
working cooperatively
A, B, & D
Which of the following is NOT a disadvantage of constructed-response items for assessment?
Writing a constructed response essay is easier.
Poor writing skills can mask the student’s science understanding
Time needed for the teacher to read and evaluate will take longer.
A & B
B & C
Focus:
present a question centered on the problem and provide background
means for judging the quality of the performance or product
what students are expected to learn and how they can demonstrate that they have learned it
explain what students are expected to do and should describe the final performance or product to be assessed.
Context:
Directions:
what students are expected to learn and how they can demonstrate that they have learned it.
Scoring Guide:
means for judging the quality of the performance or product.
Students’ concept maps:
can be used by teachers to provide feedback to students
are useful tools for assessing science understanding
are visual representations of major concepts and their connections to subsidiary concepts
when examined by teachers before or during instruction can help teachers discover learners’ conceptual understandings and their misconceptions
Large-scale assessments administered at district, state, national, international levels provide evidence needed to make fair, high-stakes decisions about:
a redesign of professional development opportunities for teachers
a district’s need to modify its science programs
students
teachers
